ALDENHAM PSYCHOLOGY
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Crime Prevention (Social)
Picture
PictureGeorge Kelling
Background: How the features of neighbourhoods and a zero tolerance policy can influence crime.
Key Study: Wilson and Kelling (1982) The police and neighbourhood safety: Broken windows.
Strategy: Crime prevention

Sentence starters for prep can be found here
individual_situational_expl_prevention_of_crime.docx
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Picture
Background: Newman’s ‘defensible space’
  1. Zone of territorial influence – Markers like fences and hedges should indicate that areas are private rather than public.
  2. Opportunities for surveillance – Housing should be designed so that people entering a communal area can be easily spotted and identified (e.g. designing housing around courtyards). Fewer residents to an estate means that it is easier to spot intruders.
  3. Image – Opportunities for personalising housing gives a sense of ownership and care rather than impersonal high rise flats. If individuals have a say in the planning of future housing they are also more likely to take care of it.
  4. Milieu – Buildings set around large open spaces attract more crime like vandalism compared to smaller, semi-private spaces like courtyards.
 
Background: Zero Tolerance Policing
  • Police presence – increase this so people are aware that they will be watched.
  • Expect arrests – give police a quota of arrests to make each day
  • No crime is too small – any and all crime is stopped, so that the smaller crimes do not lead to the bigger crimes.
 
Background: Broken Windows Theory
  • Disorder leads to
  • Isolation, which leads to
  • Petty crime, which leads to
  • Serious Crime
 
Background: To prevent crime:
  • Make people feel safe
  • So they will go outside,
  • Which makes it difficult to commit crime, as you are being watched
  • So people will challenge criminal behaviour
Picture
Wilson and Kelling (1982) Broken Windows
Background
  • A variety of crime prevention strategies exist
  • 1970s – 28 US cities, police officers were taken from ‘patrol cars’ to ‘walking beats’
  • Foot patrol presence have no significant impact on crime rates. However, it helps ‘order maintenance’ and made communities feel safer.
 
Broken Windows theory
  • To focus on serious crime as a method of crime prevention is misleading
  • Serious crime is seen as a long-term consequence of disorder in communities
  • Neighbourhoods with disorder/unrest/vandalism/rowdy children/abandoned properties can lead to fear in communities. This then leads to withdrawal from the community which can lead to further unrest and no maintenance of order
  • Disorder when left unchallenged can lead to crime.
 
Implications of Broken Windows theory
  • Assigning officers to foot patrol in neighbourhoods with high crime rates is not always beneficial as these are not always the most vulnerable to criminal invasion
  • Officers should be assigned to communities where they can make the most difference
  • Maintenance of order is the most important role of the police in crime prevention
  • Zero tolerance.
Picture
Clarke’s social crime prevention strategies:
  • Target hardening - Making criminal targets more difficult such as putting locks on bikes or immobilisers on cars.
    • WHY – makes it less easy to receive positive reinforcement for the crime (operant conditioning)
  • Access control - Making it difficult for criminals to get into places such as having phone entry systems in blocks of flats.
    • WHY – limits availability and desirability.
  • Stimulating conscience – Appealing to criminals’ consciences, e.g. copyright stealing of messages on videos.
    • WHY – appeals to higher authority which requires obedience (Milgram)
  • Denying benefits – Make crime less worth it, e.g. attaching ink-filled security tabs to items of clothing.
    • WHY –makes it less easy to receive positive reinforcement for the crime (operant conditioning)
  • Facilitating compliance – To encourage people not to commit crimes by making it easier to do the right thing, e.g. having litter bins regularly available so littering is reduced.
    • WHY –makes it easy to do the right thing - positive reinforcement (operant conditioning)
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  • Everything else
    • Independent Learning
    • Transition >
      • UCAS >
        • Criminology
        • Year 13 Pre-U Programme
    • Revision
    • Exams >
      • Mock & Internal Exams
      • Past papers
    • Assessment Objectives
    • For Teachers
    • For Parents
    • Classrooms
    • Trips
    • Aldenham Attributes >
      • Aspiration
      • Co-operation
      • Courage
      • Curiosity
      • Independence
      • Respect
  • Paper 1: Research Methods
    • Paper 1: What the paper is like >
      • Research Methodology of the Core Studies
    • The 4 main research methods
    • Populations and Samples
    • Ethical Considerations
    • Self-reports
    • Observations
    • Correlations
    • Experiments
    • Reliability and Validity
    • Descriptive Statistics >
      • Distribution Curves
    • Inferential Statistics
    • Reporting, Referencing and Design your Own >
      • Sections of a Psychology Report
      • Harvard Referencing
      • Peer Review
  • Paper 2: Core Studies
    • Paper 2: What the paper is like
    • Areas and Perspectives >
      • Social Area >
        • Milgram
        • Bocchiaro
        • Piliavin
        • Levine
      • Cognitive Area >
        • Loftus
        • Grant
        • Moray
        • Simons & Chabris
      • Developmental Area >
        • Bandura
        • Chaney
        • Kohlberg
        • Lee
      • Biological Area >
        • Sperry
        • Casey
        • Blakemore and Cooper
        • Maguire
      • Individual Differences Area >
        • Freud
        • Baron Cohen
        • Gould
        • Hancock
      • Behaviourist Perspective
      • Psychodynamic Perspective
    • Debates >
      • Nature v Nurture
      • Free Will v Determinism
      • Reductionism v Holism
      • Individual v Situational
      • Usefulness
      • Ethical Considerations
      • Socially Sensitive Research
      • Psych as a Science
      • Methodological Issues
      • Ethnocentrism
  • Paper 3: Applied Psychology
    • Issues of Mental Health >
      • Historical Context of Mental Health
      • The Medical Model
      • Alternatives to the Medical Model
    • Paper 3: Options
    • Child Psychology >
      • Intelligence
      • Pre-adult brain development
      • Perception
      • Cognitive Development
      • Attachment
      • Impact of Advertising
    • Criminal Psychology >
      • What makes a criminal?
      • Forensic Evidence
      • Collection of Evidence
      • Psychology & the Courtroom
      • Crime Prevention
      • Effect of Imprisonment
    • Environmental Psychology
    • Sport and Exercise Psychology